This lesson will help conclude the unit by giving students the opportunity to apply all of the knowledge they have acquired throughout the unit. This evaluation will demonstrate to the students that everything we learned is important because this knowledge is used in the outside world to help save lives.
This lesson is meant to evaluate whether or not students picked up the "big ideas" from this unit. The students will apply what they have learned about volcanoes by creating an evacuation plan for residents living on an island with an active volcano that is about to erupt. The students will be given one class to do research in the computer lab and a second day to write the evacuation plan. Whatever is not finished in class will be completed for homework. The students will work on this assignment in pairs.
Learning Performances:
Students will apply the units concepts to create an evacuation plan.
Students demonstrate an understanding of volcanoes and volcanic eruptions.
Computer Lab
Assignment Description
Assignment Rubric
Textbooks
Pens & Paper
Time Required
Two Class Periods
Day 1:
15 minutes describing the assignment and answering questions about the assignment and rubric
15 minutes
67 minutes for research down at the computer lab
Day 2:
97 minutes to put together research and begin writing the evacuation plan
Instructional Sequence
Introducing the lesson
I will introduce this lesson by explaining to the class that to wrap up this unit, I have decided to have the students work on a small project instead of having a written test. I will remind the class that their test grades are worth the largest portion of their quarterly grade and that this project must be taken as seriously as they take their tests. I will point out to the students that this project can be incredibly beneficial to their grades because they can use their books and computers to complete the task, as opposed to a test where they are not allowed any outside resources. I will then allow them to chose a partner to work with on the assignment. Before I hand out the description of the assignment I will tell the students that when you truly understand a concept, you are able to describe that concept in your own words and you are able to apply that concept to different situations. I will say "This assignment requires you to use all of the concepts that you have learned over the past three weeks and apply them to a real life situation." If they are able to apply the concepts properly, they will have demonstrated a deeper understanding of the central concepts and they will be given the chance to see why these concepts are important in the real world.
Instructional Activities
After I have introduced this lesson, I will hand out a copy of the assignment description sheet and the scoring rubric found below. I will then carefully read through the description sheet and go through the scoring rubric with the entire class. I will explain that since the students are working with a partner, each partner will complete two of the four sections of the assignment. That means that they will each perform research and then write up descriptions for two sections of the assignment, giving them equal amounts of work. However, each student will receive a grade only for his/her own work. I will explain to the students that the reason I am allowing them to work with partners is so that they can help one another and share ideas. I will then answer any questions that they have about the assignment and/or the scoring rubric. I will remind them that the scoring rubric allows them to see exactly what I am looking for and that if they do what is listed under one of the columns, they will earn the score that corresponds with that column. For example a score of 5 (well above the standard) = an A. The students will receive three point scores each; 1 for each of their two sections and 1 for the overall presentation of their two sections. Their final test grade will be the three scores averaged together. I will say "You have an advantage on the assignment because this rubric tells you exactly what I expect for each grade." Finally, I will remind them that to earn an A they need to be creative. I will give them some ideas of extras they can do such as drawing a map of the evacuation route or a picture of the island, etc.
From here, I will give the students 10 - 15 minutes to begin brainstorming ideas with their partners. Once brainstorming is complete, the whole class will go down to the computer lab to do their individual research. I will be around to answer questions, help students find useful websites, etc.
On day two, the students will be working in the classroom putting together their research and writing up their sections. I will be available to answer questions and will be checking to make sure the students are on task. Art supplies will be available (markers, paper, etc) in case anyone would like to make maps or pictures. There are also two computers in the classroom if any students want to type up their papers, etc.
Concluding the Lesson
I will conclude the lesson by assigning unfinished work for homework. I will remind the students that their final work must be submitted to me at the beginning of our next class meeting for full credit. I will also remind the students one more time that this is a test grade and that it is important that they have it handed in on time. I will tell the students that I will be available after school if anyone would like to stay and work on their projects in my classroom.
Assessing Student Understanding
I will determine if the students have met the learning goals by grading the assignment with my scoring rubric. Exceptional work will be displayed on the bulletin board at the back of the classroom for all to see. (That is with student permission).
Cautions
Since I am allowing the students to work in pairs, I must make sure that the students are sharing the work load and that they are using their time wisely. The students only have one class day to use computers for research and only one class day to put together all of their ideas and begin writing, so time can not be wasted socializing. The students must be made aware of the fact that this project is worth a test grade and must be taken very seriously.
Sources
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company
The assessment lesson that I have created is what is referred to as a performance-based assessment. Unlike traditional paper and pencil tests, performance tests assess skills that involve independent judgment, critical thinking, and decision making. The assessment that I have created will allow me to observe and rate my students ability to analyze, problem solve, make decisions, cooperate with others, and produce a product.
What I enjoy most about this type of assessment is that it reduces the pressure of test taking. Many students suffer from test anxiety and I like the idea of allowing an alternative means for earning a test grade. This assignment will allow students who don't perform well on exams to earn a high grade on an important assignment.
Performance-based assessments have been gaining popularity over the years because they allow students the opportunity to carry out activities that are used in the real world. As we have discussed all semester in class, students learn best when they are able to connect what they are learning with the outside world. This assignment allows students to perform a task that is carried out by real people outside of school.
Title: Volcanoes Assessment Lesson
Grade Level: 8
Course: General Science
Lesson Overview:
This lesson will help conclude the unit by giving students the opportunity to apply all of the knowledge they have acquired throughout the unit. This evaluation will demonstrate to the students that everything we learned is important because this knowledge is used in the outside world to help save lives.This lesson is meant to evaluate whether or not students picked up the "big ideas" from this unit. The students will apply what they have learned about volcanoes by creating an evacuation plan for residents living on an island with an active volcano that is about to erupt. The students will be given one class to do research in the computer lab and a second day to write the evacuation plan. Whatever is not finished in class will be completed for homework. The students will work on this assignment in pairs.
Learning Performances:
Links to Standards or Benchmarks:
Unpacking a Learning GoalMaterials Needed:
Computer LabAssignment Description
Assignment Rubric
Textbooks
Pens & Paper
Time Required
Two Class PeriodsDay 1:
15 minutes describing the assignment and answering questions about the assignment and rubric
15 minutes
67 minutes for research down at the computer lab
Day 2:
97 minutes to put together research and begin writing the evacuation plan
Instructional Sequence
Introducing the lesson
I will introduce this lesson by explaining to the class that to wrap up this unit, I have decided to have the students work on a small project instead of having a written test. I will remind the class that their test grades are worth the largest portion of their quarterly grade and that this project must be taken as seriously as they take their tests. I will point out to the students that this project can be incredibly beneficial to their grades because they can use their books and computers to complete the task, as opposed to a test where they are not allowed any outside resources. I will then allow them to chose a partner to work with on the assignment. Before I hand out the description of the assignment I will tell the students that when you truly understand a concept, you are able to describe that concept in your own words and you are able to apply that concept to different situations. I will say "This assignment requires you to use all of the concepts that you have learned over the past three weeks and apply them to a real life situation." If they are able to apply the concepts properly, they will have demonstrated a deeper understanding of the central concepts and they will be given the chance to see why these concepts are important in the real world.Instructional Activities
After I have introduced this lesson, I will hand out a copy of the assignment description sheet and the scoring rubric found below. I will then carefully read through the description sheet and go through the scoring rubric with the entire class. I will explain that since the students are working with a partner, each partner will complete two of the four sections of the assignment. That means that they will each perform research and then write up descriptions for two sections of the assignment, giving them equal amounts of work. However, each student will receive a grade only for his/her own work. I will explain to the students that the reason I am allowing them to work with partners is so that they can help one another and share ideas. I will then answer any questions that they have about the assignment and/or the scoring rubric. I will remind them that the scoring rubric allows them to see exactly what I am looking for and that if they do what is listed under one of the columns, they will earn the score that corresponds with that column. For example a score of 5 (well above the standard) = an A. The students will receive three point scores each; 1 for each of their two sections and 1 for the overall presentation of their two sections. Their final test grade will be the three scores averaged together. I will say "You have an advantage on the assignment because this rubric tells you exactly what I expect for each grade." Finally, I will remind them that to earn an A they need to be creative. I will give them some ideas of extras they can do such as drawing a map of the evacuation route or a picture of the island, etc.From here, I will give the students 10 - 15 minutes to begin brainstorming ideas with their partners. Once brainstorming is complete, the whole class will go down to the computer lab to do their individual research. I will be around to answer questions, help students find useful websites, etc.
On day two, the students will be working in the classroom putting together their research and writing up their sections. I will be available to answer questions and will be checking to make sure the students are on task. Art supplies will be available (markers, paper, etc) in case anyone would like to make maps or pictures. There are also two computers in the classroom if any students want to type up their papers, etc.
Concluding the Lesson
I will conclude the lesson by assigning unfinished work for homework. I will remind the students that their final work must be submitted to me at the beginning of our next class meeting for full credit. I will also remind the students one more time that this is a test grade and that it is important that they have it handed in on time. I will tell the students that I will be available after school if anyone would like to stay and work on their projects in my classroom.Assessing Student Understanding
I will determine if the students have met the learning goals by grading the assignment with my scoring rubric. Exceptional work will be displayed on the bulletin board at the back of the classroom for all to see. (That is with student permission).Cautions
Since I am allowing the students to work in pairs, I must make sure that the students are sharing the work load and that they are using their time wisely. The students only have one class day to use computers for research and only one class day to put together all of their ideas and begin writing, so time can not be wasted socializing. The students must be made aware of the fact that this project is worth a test grade and must be taken very seriously.Sources
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply CompanyTeaching Resources
Rationale
The assessment lesson that I have created is what is referred to as a performance-based assessment. Unlike traditional paper and pencil tests, performance tests assess skills that involve independent judgment, critical thinking, and decision making. The assessment that I have created will allow me to observe and rate my students ability to analyze, problem solve, make decisions, cooperate with others, and produce a product.
What I enjoy most about this type of assessment is that it reduces the pressure of test taking. Many students suffer from test anxiety and I like the idea of allowing an alternative means for earning a test grade. This assignment will allow students who don't perform well on exams to earn a high grade on an important assignment.
Performance-based assessments have been gaining popularity over the years because they allow students the opportunity to carry out activities that are used in the real world. As we have discussed all semester in class, students learn best when they are able to connect what they are learning with the outside world. This assignment allows students to perform a task that is carried out by real people outside of school.
Back to Lesson Sequence